Peer counselling versus role-playing: Two training methods of therapeutic skills in clinical psychology

• Published in: Psicothema 2018-02, Vol.30 (1), p.21-26
• Main Authors: Ruiz Rodríguez, José, Bados López, Arturo, Fusté Escolano, Adela, García-Grau, Eugeni, Saldaña García, Carmina, Balaguer Fort, Gemma, Lluch, Teresa, Arcos Pros, Mar
• Format: Article
• Language: eng ; spa
• Subjects: Clinical psychology; Counseling; Personal experiences; Role playing; Self awareness
• ISSN: 0214-9915; 1886-144X
• DOI: 10.7334/psicothema2016.286

Training programmes for clinical psychologists should include evidence-based teaching methods that enable trainees to learn therapeutic skills. Here we compared the perceived utility of role-playing vs. peer counselling. In peer counselling, one student recounts a personal experience to the other, who thus has the opportunity to act as the therapist in relation to a real situation. Given that sharing such personal experiences may provoke discomfort in students, we also examined this aspect. Trainees (n=202) were given both role-play and peer counselling activities as a way of practising empathy and active listening. After completing the skills training programme they completed a questionnaire to assess the extent to which each method had helped them to develop their self-awareness and to acquire these therapeutic skills. In general, peer counselling was considered more useful than role-playing for enhancing self-awareness and personal growth, as well as for learning these professional skills. Regarding the discomfort experienced by students, our data suggest that any initial reluctance to share personal experiences is outweighed by the personal and professional benefits obtained. Our results indicate that experiential learning involving emotionally charged situations is an effective way of teaching therapeutic skills to clinical and health psychology trainees.